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We suggest that a political leader or a political administration can be described in terms of a public sector entrepreneurship framework. To illustrate, we define the actions of US President Donald Trump’s Administration to refocus the emphasis of the Environmental Protection Agency (EPA) as an innovative public policy initiative. And, we explore empirically the social consequences of those actions in terms of changes in the number of STEM employees at the EPA and the number of attendant innovative scientific publications. We find that declining experienced STEM employees at the EPA during President Trump’s Administration is associated with declining innovative environmental scientific publications. Declining experienced STEM employees at the EPA during President Donald Trump’s Administration is associated with declining innovative environmental scientific publications. A public sector entrepreneur is an individual who champions an innovative public policy. In this paper we propose that President Trump’s Administration’s policies toward the EPA during his administration were innovative, although different from that of previous administrations. These policies sought to reorient the EPA toward industrial and industry-friendly interests which was contrary to the agency’s health and environmental missions. One response to the administration’s new policies was that experienced STEM (science, technology, engineering, and mathematics) employees left the EPA. A social consequence of the departure of experienced STEM employees is that the number of environmentally related scientific publications—one indicator of an agency’s innovative activity—from EPA scientists declined. An implication from our empirical findings is that not all public sector entrepreneurial actions are socially desirable; some have potentially detrimental short-run and possible long-run effects on society as a whole.

Randomized controlled trials (RCTs) in education are common as the design allows for an unbiased estimate of the overall impact of a program. As more RCTs are completed, researchers are also noting that an overall average impact may mask substantial variation across sites or groups of individuals. Mixed methods can provide insight and help in unpacking some of the reasons for these variations in impact. This article contributes to the field of mixed methods research by integrating mixed methods into a recently developed conceptual framework for understanding variations in impact. We model the use of this approach within the context of an RCT for online courses that found differences in impact across courses.

This article examines how the Affordable Care Act Medicaid expansions affected the sources of health insurance coverage of undergraduate students in the United States. We show that the Affordable Care Act expansions increased the Medicaid coverage of undergraduate students by 5 to 7 percentage points more in expansion states than in nonexpansion states, resulting in 17% of undergraduate students in expansion states being covered by Medicaid postexpansion (up from 9% prior to the expansion). In contrast, the growth in employer and private direct coverage was 1 to 2 percentage points lower postexpansion for students in expansion states compared with nonexpansion states. Our findings demonstrate that policy efforts to expand Medicaid eligibility have been successful in increasing the Medicaid coverage rates for undergraduate students in the United States, but there is evidence of some crowd out after the expansions—that is, some students substituted their private and employer-sponsored coverage for Medicaid.

This study uses nationally representative data for the United States from the Basic Monthly Current Population Survey to document how teachers’ hours of work have changed in 2020 and 2021 relative to typical labor supply levels and to the hours worked by other college-educated professional workers. Controlling for demographics, teachers’ hours decreased early in the pandemic, but throughout the 2020–2021 school year teachers have been working more than usual. The increase is slightly more pronounced for veteran teachers and for females. The findings emphasize the increased demands of the teaching profession during the global pandemic.

This article explores why many public school teachers work substantially more hours than required by contract, given that the elasticity of their earnings with respect to their hours is close to zero. The author introduces a theoretical framework for public-sector employees in which high levels of effort can indicate either altruism (for intrinsically motivated employees) or low productivity (for low-ability employees). Because intrinsically motivated employees derive higher utility from working in the public sector, they are less likely to exit it. Over time, selection makes high levels of effort more strongly predictive of altruism than of low ability. Findings show that teachers with very low levels of experience exhibit little or no relationship between weekly hours and the probability of remaining in teaching. This correlation becomes more positive as teaching experience increases. Similarly, the level of work hours is positively related to self-reported burnout at low levels of experience, but the relationship is reversed for teachers who have been in the profession longer.

We explore the innovative performance of firms resulting from their Phase II Small Business Innovation Research (SBIR) research-funded projects in terms of the gender dynamics of the firms. Using commercialization as the relevant performance metric, we find that Phase II projects led by a female principal investigator (PI) have greater probability of being commercialized in female-owned firms than in male-owned firms. This result is consistent with the findings from other settings that females tend to perform better when working under a female supervisor.

This paper examines the phenomenon of uncompensated long hours in jobs with pro‐social characteristics and presents evidence that long‐hour wage premiums and occupational social value are substitutes in compensating salaried workers who supply hours exceeding the standard working week. I show that the social value of an occupation—in particular the degree to which jobs involve helping or providing service to others—is inversely related to long‐hour pay. Allowing for heterogeneity in the degree to which workers value their job's helping orientation lets me explore how gender differences in employees’ attitudes toward pro‐social behaviour can explain some of the observed occupational sorting trends and gender differences in long‐hour compensation. Women tend to be more strongly drawn to ‘helping’ occupations and at the same time receive lower long‐hour premiums in these jobs relative to men. I offer a theoretical framework to rationalize the empirical trends.

Asking students to come to class prepared is quite common in undergraduate and graduate education. We use a quasiexperimental design to assess whether requiring undergraduate students in an introductory course to review prior to lecture the material that will be taught in class enhances their understanding of key concepts. We find that requiring rather than recommending preparation before class increases exam scores by about a quarter of a standard deviation, or roughly a third of a letter grade, for students in the second and third quartiles of the ability distribution but has little impact on very high‐ or low‐ability students. We also estimate local average treatment effects, from which we draw a similar conclusion: reviewing the material before lecture benefits students in the middle of the ability distribution but has essentially no impact on the top and bottom quartiles.

The authors study how variations in supervisors’ attitudes toward working with females generate gender differences in workers’ observed career outcomes. The employment records of athletic directors and head coaches in a set of NCAA Division I programs provide longitudinal matched employer–worker data. Supervisors are observed at multiple establishments, which allows the authors to construct a measure of revealed type and to examine its role for the performance and turnover of lower-level employees. The authors observe that the careers of male and female workers progress differently depending on supervisor type in a way that is consistent with a type-based mentoring model. The results suggest that more focus should be placed on managerial attitudes revealed through actions in addition to observable attributes such as gender.

Online courses are a growing part of the community college experience, but many students, particularly minority students or students who are more at-risk, face challenges in passing those courses. This paper presents results from an experimental study of an effort to redesign a set of core introductory online courses to include a set of technology tools and instructional practices designed to improve students' experiences in the online environment. Results from the study showed that treatment students were less likely to withdraw, and minority students, specifically, were more likely to pass the class and to persist to the next year of college.

I examine the relationship between student loans and marital status among individuals considering or pursuing graduate management education. Using data from a panel survey of registrants for the Graduate Management Admission Test, I show that the amount of accumulated student debt is negatively related to the probability of first marriage. The strength of the relationship diminishes with age, more so for women than for men. At the median age for the sample (24 years at test registration), the estimated decrease over a seven-year period is between 3 and 4 percentage points per $10,000 in student debt for men and a percentage point lower in absolute value for women. I use information on reported marriage expectations to show evidence that education expenditures and the amount of debt are correlated with anticipated marital status, but borrowers may not have perfect foresight about the long-term consequences of accumulating student debt.

This paper assesses the R&D performance of nascent and established technology-based small firms that receive a Phase II R&D award from the U.S. Small Business Innovation Research (SBIR) program. Our empirical analysis is based on a two-stage selection probit model, which is used to estimate the probability of commercialization conditional on the Phase II project having not failed. Our model predicts, and our analysis confirms, that nascent firms are more likely to fail in their SBIR-supported R&D endeavors. Further, we find that nascent firms that do not fail have a higher probability of commercializing their developed technology.

The role of gender in entrepreneurship has been thoroughly investigated. However, less is known about gender differences in access to private investment when attempting to develop a new technology. In this paper, we use data collected by the National Research Council of the National Academies to estimate differences between the probability that a female-owned firm and a male-owned firm, both conducting research funded by the Small Business Innovation Research program, will receive private investment funding to help to commercialize the funded technology. We find that female-owned firms are disadvantaged in their access to private investment, especially in the West and Northeast regions of the USA.

Mentoring, and to a greater extent support from high-level administrators, has been shown to decrease worker turnover in general, but little is known about its differential impact on minority workers. Utilizing four waves of the Schools and Staffing Survey, we find that administrative support is most strongly associated with retention for minority teachers working in schools where minorities are underrepresented. This effect is pronounced for teachers new to the profession and those in schools with more students from low-income families or located in rural areas. The results indicate that workplace support is essential in maintaining or growing minority representation in relatively less-diverse organizations.

By examining how student borrowers fare financially after graduation, we attempt to further the existing knowledge of the costs associated with education debt and the manageability of the typical debt burden. We compare the financial stability of individuals who have borrowed for education to similar individuals who have not. We show that, keeping education constant, more student debt is associated with higher probability of being credit constrained and greater likelihood of declaring bankruptcy, particularly for individuals who accumulate debt but do not complete a Bachelor’s degree. We find evidence that homeownership rates may also be affected by education loans. Controlling for earnings tends to strengthen these relationships, which is consistent with omitted variable bias combined with positive return to student loans.